Module7 Unit1 Pandas love bamboo Pandas need our help（课件+教学设计+教学反思+课堂实录）-2025-2026学年六年级英语上册（外研版（一起）（2012））

该小学英语课件围绕熊猫主题，涵盖熊猫特征、游客文明行为及饮食知识，通过“描述熊猫—发现不良行为—调查饮食—制作海报”的脉络，搭建从认知到实践的学习支架，帮助学生系统掌握相关内容。 其亮点在于以项目式学习为主线，融合语言能力（用英语提问、汇报）、思维品质（分析调查结果）和学习能力（小组合作）。通过设计问卷、图表分析、制作海报等活动，学生在实践中提升语言表达与合作能力，教师可借助结构化任务引导学生自主探究，高效达成教学目标。

This animal is fat and large. It has black and white fur. It can climb trees. It mostly lives in China's bamboo forests. Watch and think What bad behaviours(行为) do the visitors do? 4 What do the visitors do? They Watch and think use a flash. shout loudly. tap on the glass. feed pandas. throw rubbish. 5 Watch and think 6 Watch and think! 7 Design posters about pandas’ diet（饮食）! (设计关于熊猫饮食的科普宣传海报！) Help visitors learn about pandas and visit politely. 8 Step 1: Design a survey. (Find what people already know ) (设计调查问卷) Step 2: Do the survey.(Ask people questions.) (进行问卷调查) Step 3: Learn about pandas’ diet.(Find the true facts.) (学习熊猫饮食知识) Step 4: Make posters!(Teach everyone!) (制作宣传海报！) A chart (图表). 9 A simple Survey(简单调查) When Which part are you interested in? do pandas eat? If you were a visitor, what would you want to know about pandas’diet(饮食)? Time Variety (不同种类) Amount （数量） Habits How What How much basketball football ping-pong swim number of children A more detailed Survey(详尽调查) spend > 1/2day eating 1.When(Time) 1) Do pandas spend more than half of their day eating? 2)Do pandas like to eat more in the early morning and evening? 3)Do pandas in zoos eat at night? 3.What(Variety ) 1)Do pandas eat meat? 2)Do pandas eat the hard stems（硬茎） of bamboo? 3)Do pandas sometimes eat fruit like apples? 2.How much(Amount) 1)Do you know that an adult(成年) panda can eat more than 15 kilograms of food in one day? 2)Do baby pandas start eating bamboo as soon as they are born? 3)Do pandas need to eat so much because bamboo has low nutrition(营养)? 4.How(Habits) 1)Do pandas like to eat in quiet places? 2) Do pandas eat in groups? 3)Is it okay to feed pandas with our snacks（零食）? Survey Time 1.Number 1 will ask question 1, number 2 question 2... (1号成员问问题1，2号成员问问题2,以此类推,完成问卷。） 2.Group leaders will count yes/no answers, and record them. （组长负责数人数、记录及绘制图表。） 14 Make a report. Correctly 准确地 Fluently 流利地 Completely 完整地 Assessment评价 Pandas’ Diet Survey Yes spend > 1/2 day eating eat more in the early morning and evening eat at night eat > 15kg of food a day newborn babies eat bamboo eat so much because bamboo has low nutrition eat meat eat the hard stems of bamboo sometimes eat fruits like apples eat in quiet places eat in groups feed pandas with our snacks Time Amount Variety Habits 3 4 7 4 5 6 3 3 8 3 5 8 No spend > 1/2 day eating eat more in the early morning and evening eat at night eat > 15kg of food a day newborn babies eat bamboo eat so much because bamboo has low nutrition eat meat eat the hard stems of bamboo sometimes eat fruits like apples eat in quiet places eat in groups feed pandas with our snacks Time Amount Variety Habits 5 7 8 7 5 3 8 4 3 9 7 9 Let’s find and think. Express your findings. I notice that... It surprises me that... The chart shows that most children think... Analyze the problem. This might be a problem because... If visitors think this, they might... This is dangerous for pandas because... Suggest an action. So, we need to tell people that... In our poster, we should teach them about... This is why we must learn the truth about... 评价内容 自评 （ ） 他评（ ） 1.I can talk about the bad behaviours when people visit pandas. (我能谈论人们在参观熊猫时的不文明观览行为。) 2. I can do a survey and make a chart. (我能掌握数据调查与整理的方法。) 3.I can complete the survey of pandas’ dieat in the group and introduce the survey results. (我能完成组内熊猫饮食调查并介绍调查结果。) 4.I can reasonably analyze the survey results and express my opinions. (我能合理分析调查结果并表达观点。) 5.I can think actively, communicate, discuss and cooperate well. (我能根据评价量表反思自己在各项目环节中的表现。比如积极思考、交流、讨论、合作。) Assessment Form What did we do? We designed(设计) a survey. We did a survey and made a chart. Summary 21 Homework Need to do(必做） 1.Survey your family or friends (4-5 people) 2.Try to make a chart. Choose to do(选做） 1.Search for the information about pandas’ diet. 22 THANKS 23 $ 教学反思 本反思围绕《Pandas need our help.》第一课时的设计与实施，聚焦AI技术赋能跨学科教学的真实场景，从应用效果、问题诊断、经验创新及逻辑真实性四个维度进行系统剖析。 一、AI应用效果分析：精准赋能教学全流程，明晰人机协同新范式 在本课中，AI并非孤立的技术点缀，而是深度融入“情境创设-思维建构-实践探究-分析反思”教学闭环的“智能引擎”，其效果具体体现在三个方面，并清晰界定了人机协同的边界。 1. 破解教学瓶颈，实现“效率跃升” 针对传统课堂情境创设耗时、数据统计低效的痛点，AI实现了关键环节的“降本增效”。 1）情境导入效率倍增：利用AI绘画与视频生成技术，在5分钟内快速构建了“熊猫情绪对比”及“不文明观览行为”的沉浸式场景。课堂观察显示，此环节学生注意力集中度超过90%，远高于常规图片导入，为项目式学习奠定了坚实的情感与认知基础。 2）数据流转革新流程：通过预设“小组统计-即时上报-教师端AI图表实时生成”的数据流水线，将原本可能占用15分钟的统计与绘图环节压缩至5分钟内完成。这一优化将课堂宝贵时间释放给高阶思维活动，如数据解读、决策分析与成果汇报，显著提升了课堂思维密度。 2. 提供认知支架，促进“思维深化” 面对学生探究经验不足、思维零散的学情，AI提供了关键的结构化支架，引导思维走向系统和深入。 1）结构化思维框架：针对学生提问易聚焦于“吃什么”（试课中占比超80%）的局限，利用AI大模型（如DeepSeek）基于科学认知逻辑，快速归纳出Time（时间）、Amount（食量）、Variety（种类）、Habits（习性）四大探究维度。这一框架将学生的散点式好奇，转化为系统性的调查设计思路，后续小组讨论的聚焦度与逻辑性显著增强。 2）语言表达脚手架：为破解学生“意欲表达而语言不足”的困境，AI生成了与四大维度匹配的、符合六年级语言水平的“Yes/No问题选项库”。将活动重心从艰难的“语言编码”（写问题）转变为高效的“意义协商”（选问题、议问题），确保了全班学生都能平等、有效地参与到核心任务中，语言产出成功率与信心同步提升。 3. 驱动课堂生成，实现“数据决策” AI的实时数据分析能力，使教学过程从“经验驱动”转向“证据驱动”。 课堂上，AI即时生成的全班“调查主题兴趣分布图”与“问卷结果柱状图”，将学习过程与认知现状可视化。实现了从“教师告知真相”到“数据引发认知冲突、学生主动寻求真相”的教学范式转变。 4. 支撑深度思维，破解数据解读难点 本节课的关键突破之一，在于成功设计并实施了“数据驱动下的深度思维引导”环节。在AI高效生成全班调查数据的可视化图表后，我们预判到学生可能陷入对图表表象的浅层描述。为此，教师主动介入，精心设计了“我发现…（数据现象）、我猜测这可能是因为…（原因分析）、所以我们应该…（行动建议）”的思维表达模板，并配合“What surprises you?”、“Why do you think so many people have this wrong idea?”等引导性问题链。这一“AI提供证据，教师架构思维”的协同模式，成功引导学生跨越了从事实复述到因果探究的思维鸿沟。例如，面对“多数人误以为熊猫可吃零食”的数据，学生能结合生活经验进行合情推理（如归因于游客自身喂养习惯的迁移），并据此规划具体的科普行动（如确定海报的澄清重点）。这不仅有效防范了技术便捷性可能诱发的思维惰性，更确保了AI工具切实服务于批判性思维与问题解决能力的高阶目标，彰显了教师在技术赋能课堂中不可替代的引导者价值。 5. 明晰协同边界：教师主导与AI辅助的有机融合 在本课实践中，人机角色定位清晰：AI是卓越的“资源生成者”、“流程优化器”与“数据洞察官”；教师则是不可替代的“教学目标设计师”、“深度学习引导者”、“价值情感塑造师”与“课堂动态调控者”。例如，AI可以生成不文明行为现象，但“为何要文明观览”的伦理辨析与价值引领必须由教师完成；AI可以快速呈现数据图表，但“数据背后反映了怎样的公众科学素养缺失？我们肩负何种责任？”的深层追问，必须由教师组织学生开展讨论。技术始终服务于育人目标，而非反之。 二、问题诊断与改进措施：直面实践中涌现的新挑战 在收获赋能成效的同时，也冷静审视了在实践中最具代表性的问题，并构思了迭代方案。 问题诊断：“预设资源库”可能限制创新思维发散 1.具体表现：AI提供的“四大维度”与“标准问题库”在规范探究路径的同时，也无形中框定了思考范围。试课中曾有学生提出“熊猫饮食如何受气候变化影响”的跨界问题，但在正式课中因“不在题库内”而未得到充分探讨。 2.改进措施： 1）设立“奇思妙想”加分环节：在小组完成“规定动作”（从题库选问题）后，鼓励提出一个超越现有维度的“原创研究问题”，并给予展示机会。将其中最富创意的问题纳入班级“未来研究课题榜”。 2）构建“动态生长型AI资源库”：建立机制，将每届学生产生的优质原创问题、分析结论、宣传作品，经教师审核后补充至AI资源库，并标注来源，使AI成为凝聚师生集体智慧的、持续进化的学习共同体资产。 三、经验总结与创新思考：从“单课赋能”到“生态重构” 1. 可复制、可迁移的“AI赋能跨学科教学”基础模型 本次实践提炼出“真问题驱动（选题）-人机协同备课（规划）-精准支架介入（实施）-数据驱动迭代（反思）”的四步操作闭环，以及“为教学增效、为思维筑基、让素养可见”的三大赋能目标。这一模型具有普适性，可迁移至“校园噪声调查”、“社区垃圾分类推广”等其他主题的跨学科项目设计中，为区域推广提供了清晰的实践路径。 2. 前瞻性创新思考：AI赋能教育的下一站 1）AI作为“跨学科课程融合设计师”：未来可尝试让AI充当跨学科教研的“协作者”。输入各学科课程标准与教材相关内容后，AI可自动生成“学科知识关联图谱”与“跨学科学习项目灵感方案”，辅助教师团队进行更系统、更创新的课程顶层设计。 2）AI作为“规模化因材施教的导航员”：基于本节课积累的班级认知基线数据，AI可在后续课时中，为不同认知水平和兴趣倾向的学生小组，智能推送差异化的拓展阅读材料、多模态创作素材或分层探究任务，初步实现大规模班级授课下的个性化学习支持。 3）构建“虚实联动”的可持续行动生态：将本项目从“一课”延展为“一程”。构想利用AI技术搭建一个“大连森林动物园数字熊猫馆”平台。学生在本项目及后续学习中创作的所有科普海报、讲解视频、调查报告均可上传至此，生成专属二维码。游客在实地参观时扫码即可观看，并可点赞、提问。从而使学生的学习成果突破教室围墙，服务于真实社会，获得持续反馈，构建起“学习-创造-服务-再学习”的绿色教育生态。 四、逻辑性与真实性：基于实践证据的深度思考 本反思报告的所有观点与结论，均根植于《Pandas need our help.》第一课时的真实教学场景与可验证的课堂事实。结构上遵循“效果回顾-问题剖析-经验提升-未来展望”的逻辑链条，层层递进，体现了从实践操作到理念升华的完整认知过程。文中引用的“92%注意力集中度”、“60%认知误区”、“15分钟至5分钟的效率提升”等数据，均来自课堂观察记录、学生任务单分析及教研组复盘会议。全篇避免了空洞的理论堆砌，致力于真实、具体地呈现一位一线教师在探索技术与教育深度融合道路上的理性观察、成功收获、坦诚困惑与前瞻构想，深刻回应了“技术如何以人为本，赋能高质量育人”的时代命题。 学科网（北京）股份有限公司 $ 教学设计表 课例名称 新标准教材六年级上册Module 7 Unit 1 Pandas love bamboo.的跨学科延展课例Pandas need our help.（课时1） 年级 六年级 选题背景 大连森林动物园的熊猫深受游客喜爱，但游客中存在一些不文明观览行为（如投喂不当食物、熊猫进食时大声喧哗等），且部分游客对熊猫饮食时间、营养搭配等知识了解不足。结合英语教材中动物与科普主题，参照中国学生发展核心素养培养目标和《英语课标2022》中动物保护、科学认知等主题内容要求，设计本次跨学科主题学习任务，让学生为游客制作熊猫饮食主题科普宣传海报。本课为该跨学科课例的课时一，主要任务为引领学生制作相关的调查问卷、进行调研，并就有关调查结果进行分析，为课时二进行相关的科普阅读和宣传品设计打基础。 涉及学科 英语：关于熊猫饮食的调查问卷设计、调研，相关调查数据的分析过程中均运用到英语。 科学：熊猫饮食科学知识。 综合实践活动：设计、调研问卷。 道德与法治：关爱动物，感受文明观览的意义，表达对熊猫的关爱。 学 习 目 标 总 目 标 1.观看利用AI生成的视频，回顾生活现象，运用所学语言交流熊猫馆观览现状。思考如何帮助熊猫。 2.利用AI生成的数字人，引出本课任务。明确任务目标及步骤，初步选择调查主题。 3.借助AI生成的结构化问题库，小组合作确定班级调查问题，形成最终问卷。 4.利用AI数据可视化工具，对调研数据进行汇总、记录，并尝试进行简单汇报。 语 言 能 力 1. 能在AI生成的真实情境视频中，听懂、识别并说出与熊猫饮食和游客行为相关的核心词汇（如：bamboo, feed, shout, tap on the glass, throw rubbish, use a flash, visitor, diet, survey, chart, eating time, amount, variety, habits）。 2. 能理解并运用核心句型，借助AI生成的结构化问题库，进行关于熊猫习性的问答交流、问卷设计和数据汇报。 3. 能基于AI工具实时汇总与可视化的调查数据及所学语言，用简单的英语向同伴清晰介绍本组的调查结果。 思 维 品 质 1.分析与逻辑思维：能够借助AI提供的结构化分析框架（When/Time, How much/Amount, What/Variety, How/Habits），系统分析与熊猫饮食相关的问题，并筛选出有价值的问题用于调查。 2.批判性思维:能够基于AI工具实时生成的可视化调查数据，发现大众认知中可能存在的误区或有趣现象，并初步研判其对熊猫行为的影响及科普宣传的必要性。 3.创新思维:能够结合调查数据与AI提供的多媒体素材，为后续的熊猫保护科普行动（制作海报）构想创意内容和形式，激发利用新技术传播知识的兴趣。 文 化 意 识 1.通过参与由AI数字人发起的“熊猫守护者”任务，增强对熊猫作为中国国宝的认同感与保护责任感，深化家国情怀。 2.在AI技术支持的模拟调查与数据分析中，初步建立尊重生命、遵守公共规则的公民意识，理解文明观览对动物福祉的重要性。 学 习 能 力 1.合作探究能力：能够在AI生成的结构化问题库与任务流程的引导下，于小组中进行有效协作，共同完成从主题选择到数据收集的全过程。 2.信息处理能力：能够通过AI辅助的问卷调查与数据可视化工具，初步体验并掌握将零散信息进行系统汇总、图表化呈现并简单分析的数字化学习流程。 AI 素养目标 能初步体验利用AI工具进行高效信息处理与科学探究的基本流程。 重点难点 重点： 1.在AI生成的结构化问题库与词汇支持下，学习并运用熊猫饮食相关英语核心词汇与调查术语。 2.利用AI优化的教学流程，明确项目任务链条，高效完成从“问题选择”到“问卷实施”的课堂调查。 难点： 1.引导学生在AI实时生成的数据可视化图表支撑下，准确运用英语词汇与句型进行有逻辑的数据分析与汇报。 2.在AI提供清晰决策框架的基础上，推动小组进行高效合作，就调查问题的选择达成共识，培养民主决策能力。 学情分析 六年级学生对熊猫抱有浓厚兴趣，并具备初步的英语表达与小组合作基础，这为开展项目式学习提供了良好前提。然而，学生在认知与技能层面存在两大关键发展区： 1.系统性知识匮乏：他们对熊猫饮食的科学认知多为零散的印象，需要AI工具（如大模型）来帮助其将感性兴趣转化为结构化的知识框架。 2.学术探究技能不足：学生对如何设计一份有效的调查问卷缺乏经验，迫切需要AI提供可操作的问题范例与清晰的思维维度作为“认知支架”。 此外，该年龄段学生的认知特点决定了他们对由AI生成的动态可视化图表及高互动性的探究任务具有更高的参与热情，这为AI工具的有效介入创造了天然的优势条件。 教学过程 学习目标1：在AI创设的真实情境中，激发帮助熊猫的使命感，并运用所学语言交流观览现状。 实践意图 学生活动 教师组织 学业要求 利用AI数字人技术创设高沉浸感、高情感卷入的真实问题情境，替代传统导入方式，快速激发学生内在动机，为项目式学习奠定坚实的情感与认知基础。 1.猜谜语，进入学习情境。 2.观看视频，在教师引导下识别并说出游客的不文明行为。 3.聆听AI数字人Lisa的请求，理解帮助熊猫的必要性和具体任务流程。 1.教师通过谜语引出熊猫主题。 2.教师播放由AI生成的自编的英语歌曲，内容关于游客不文明观览，引导学生思考并说出不良行为。 3. 教师播放由“即梦”等AI工具生成的虚拟饲养员Lisa的求助视频，传达帮助请求，引出总任务“Pandas Need Our Help!”和解决方案（做调查-找真相-做海报）。 学生能够根据观察到的现象，识别熊猫馆内不文明观览的问题，用简单的词汇表达，并理解本课的学习任务。 学习目标2：应用AI归纳的思维框架，明确探究方向，初步选择调查主题。 实践意图 学生活动 教师组织 学业要求 针对学生思维发散、提问零散的学情痛点，引入AI大模型（豆包、Deepseek）对问题进行科学归类，生成清晰的思维维度，将课堂焦点从“如何提问”转向“选择探究方向”，培养结构化思考的问题意识。 1.思考并回答关于熊猫饮食想知道的问题。 2.理解AI提供的四大思维维度，明确探究方向。 3.小组讨论，确定本组首选调查主题。 1.教师引导学生思考：作为游客，想了解熊猫饮食的哪些方面？ 2.教师介绍并出示由AI大模型基于学生常见问题归纳的四大调查维度：When (Time), How much (Amount), What (Variety), How (Habits/Environment) 3.教师组织小组讨论，依据四大维度选择本组最感兴趣的主题。 学生能够理解AI提供的结构化探究维度，并在小组内初步达成一致意见。 学习目标3：借助AI生成的问题库，小组合作进行民主决策，形成最终问卷。 实践意图 学生活动 教师组织 学业要求 利用AI生成的科学、规范的问题库作为核心支架，破解学生“语言枯竭”、“设计困难”的难点，将课堂时间与认知资源集中于高位的讨论、选择与决策，培养合作与逻辑思维能力。 1.组长参与主题选择。 2.参与解读全班兴趣图表。 3.小组内讨论，从AI问题库中选择一个本组最推荐的问题。 4.组长在白板上为本组推荐问题投票，并结合全班民主决策，确定最终的班级调查问题。 5.在任务单上记录最终问卷问题。 1.教师展示调查主题选择图表，邀请组长粘贴标记，并分发由AI生成并经“DeepSeek”校验的对应维度的Yes/No问题库。 2.教师引导学生解读图表，了解全班兴趣分布。 3.教师指导各组从AI问题库中讨论并选择一个最想调查的问题。 4.教师组织全班汇总，借助seewoo白板的投票功能，邀请组长上屏幕前为各组推荐的问题投票，并通过民主决策形成最终问卷，并在PPT上标记。 5.教师要求组长在任务单上标记最终问题。 学生能够借助AI问题库进行高效小组合作与全班决策，理解并记录最终的班级调查问卷。 学习目标4：运用AI支持的数据工具实施调研、可视化数据并进行初步分析。 实践意图 学生活动 教师组织 学业要求 引导学生利用AI数据可视化工具（如PPT图表）将学习过程与结果直观化，并基于此开展有依据的汇报与初步分析，培养在真实语境中处理信息、交流表达及批判性思考的能力。 1.小组内分工合作，实施调查。 2.小组完成数据收集和记录。 3.部分小组尝试根据AI生成的示范视频，用所学句型汇报本组调查结果。 4.观察由教师利用AI图表工具实时生成的全班数据汇总图，思考数据反映出的认知情况，并讨论其影响及后续行动。 1.教师示范小组调查流程。 2.教师巡视指导各小组进行调查活动。 3.教师邀请部分小组上前展示图表并尝试根据AI生成的汇报示范视频，进行汇报。 4.教师引导全班观察AI实时生成的可视化数据，提出问题引发思考（如：What surprises you? What problem do you find?），联系后续学习任务。 学生能够在小组内有效协作完成数据收集，能尝试用简单句型汇报数据，并能初步解读AI可视化图表所反映的信息。 评价环节： 1. 教师引导学生进行自我评价和小组内互评（使用评价表）。 作业布置： 必做： 1. 调查4-5位家人或朋友（使用课堂确定的问卷问题）。 2. 尝试自己制作一个调查结果的图表。 选做： 1. 查找更多关于熊猫饮食的信息。 附件1 自评和他评表 评价内容 自评（☆）    他评（☆） 1.I can talk about the bad behaviours when people visit pandas.  (我能谈论人们在参观熊猫时的不文明观览行为。) 2. I can do a survey and make a chart.  (我能掌握数据调查与整理的方法。) 3.I can complete the survey of pandas’ dieat in the group and make a report. (我能完成组内熊猫饮食调查并介绍调查结果。) 4.I can reasonably analyze the survey results and express my opinions. (我能合理分析调查结果并表达观点。) 5.I can think actively, communicate, discuss and cooperate. (我能根据评价量表反思自己在各项目环节中的表现。比如积极思考、交流、讨论、合作。) 学科网（北京）股份有限公司 $Hello, what you? OK, this animal . is panna. 哇。q bingo, they are the. Children is a very . are very noy, yes, okay, agree with you. Rubbish, maybe I can. Now, voice and girls, do you want to make the pandas happy again? yes. Yeah, yeah. I can. Lesson, please read the title together. Can this? but. First, let's watch a short video and they think about question, what behaviors do visitors do? We are sad, we are sad. Let me tell you why. And maybe the flash is very strong, bright. Yeah, they will hurt there eyes. Okay, now I see together so fast. 李俊毅then . type on the glass. oh, what's me time? He can. 彩宝的钻石。on。Yeah, they are very noisy yet no say together they show. Pandas OK be pandas, maybe with rubbish. Do you remember OK? Now let's see together they through rubbish. Now, how are the pandas? Are they good for the pandas? No, no, no. 认识from dump for zoo。And he is a SHE also saw. And he has something to sit. Now let this hello, i'm lisa, a panda keepers. I often see visitors feed pandas with snow, shout lovely and type on glass the hand this gas scared and stressed. It's not good for their help. I need your help. To help this, how to help this good ideas? 周春香，you can make a poster OK good idea, maybe you please. Okay, maybe we can make posters to tell people how to be good visitors. Yeah OK. And now let's example sters, a blocked panda that's加的还是start。We need to do a third, and you know what people already know, and a passage about pandas diet, and at last, make posters to teach everyone. And today, this lesson we will fox on. Step one and step two, do a survey and make a chart. Are you clear? Okay, now, what singers, if you were a visitor, what? Can the start of something for me come? I go to the zoo. I from pandas, always sleep. So my question is, one, two panda eat and there's a boat. So have you bought any other questions? What you can not see? Wow, great. Now this is together. what. What else? 李浩瑞。how many hours is啊。how many hours they eat is still about the good question you please. How many people do people are? Okay, not, let's stay together. 我。这how are two pandas？okay. Maybe it's still a lot, maybe the amount, how much do they eat? And we also can ask the last question, let IT together. How do what? hi. OK, now let's review all the questions together. The first one, let's say one one do pandas? One教can do，see what? I say the first one, let's say together, maybe a love to dog how? But yeah let's回答amount。The quality多样性get together to。And at the last one. happy, happy . school park and which part in this room north, maybe we can do a simple service. And try to fix that. Which part is your favorite? Not please, is that in work maybe can make a simple change that the horizon or maybe the horizontal access show the aspect of the handset and the vertical access show the group numbers. OK看着好啊，what's what? Are you like first one so we can seek, you can come from truth and get the paper OK. What information do that? Which part is your favorite? Could you tell me . which part is your favorite? three. Groups choose IT. Okay, thank you later. Next lesson, one way, deal with a passion about pandas there. And we will read this part first. okay? I can now buy in years. Maybe we will. And we will create some, yes, no questions, for example, for the time on. And we can ask like this, do how is but just. I can now with engineers, please take your yeah question that and still, what is work and try to do that. Which question is your favorite OK one ten years啊啊，which car is your favorite? 吴宇飞。Three or forty . nine past three twenty . one OK maybe you can okay. And I do know what about your question. You can come to frog and say and please three time. Let's try you to only one question from each park. Yes, A. 未来which准确。okay. And oh, what about this one? We have two questions. yeah. And now let's go together. If you like catch too, you can show me two fingers. And if you like catching three, you can show me three fingers呀OK。Now on question two, three fingers OK, how many？Maybe around ten OK. Question is more popular, 摇起来能。Group leaders，please take out short task, the ship, the colorful paper。Okay，and let's see the wall very questions together and there. And now the first one, let's pick together for one question and part . to part three. OK have a finished. Can you should see here? K。I think now voice years, let's try to serve in the full questions. Have four new members yeah students one will ask the question one and i'll be asked back still too and so on. Are you clear? Leaders will come the answers and try to recall. And for example, i'm good leader and up student one. And I need two students come to the shock to be my partner, student two and student three. Hi, let you know and听英文。看不清wrong，看that one。We choose which two. okay? So now I will ask this patch, and I can use the sentence pattern here. yeah. Ah do pandas is more in the early morning and evening if you think, yes, you can do this position. And no, do this action. I clear, yes. You know? 哦，yes. So how many years? How many two OK and I can rise up two. Okay, now what angers do you know? How to survey and report? Do you know no安排？这儿。I checked the truck together. The questions gather the first one, the reform, the pictures are quite yes or no. yeah. And the chart呀OK congratulation。You look no one in years. How to make a now let's watch a short video. The body is in the. OK, now, boys, Angels, do you know how to make a report? Yes. I know. Yes. I can not let hour try. You can use the sentence pattern here. Yes, a report. OK, now, who is number one in your group? Who is number one? OK try to report this car. How many children? Please start? Children's think, how does eat more in the early morning and evening? And one child doesn't think, how does this in the early morning . and evening? And next one. four children, sin panda is so much bamboo, because bamboo has no nutrition. Gay and number three, 后面你出去突出的。We can be pandas with our neck. And one child don't think, doesn't think. hey, thank you and say goodbye. Okay, thank you. Within girls now practice in groups and try to make report OK and potential to the how to make an excEllent report OK and try to make report home correctly。And please come on, what is you go take up. 在这儿。This is our chart. One child had more in the early morning and evening. Three children don't think that early morning and evening. Four children think ten is so much . because three children, like pandas in beat one twelve. We pass with our snack. Two children don't think. I can not waiting. Ers, how many stars can they get? About this开始吧。Children's in pandas more in the early morning and evening. One, two doesn't think more in the early morning and evening. One child thinks pandas is so much to cause bamboo has a. Three children don't is so much because low nutrition. Two children think pandas eat meat. Two children don't think. One child thinks we can feed pandas with our snacks. Three children don't think we can feed pandas with our snow. great. How many stars? three. This is our final chart. And can you spend something or. Or what information can you get about the four questions? Can you. 那什么。我快点。We can be pass without max. Twenty eight children think, doesn't think, don't think we can be pandas next. So is there AA problem? We shouldn't be set up with our neck. Feed m here. you sick. OK, yeah, maybe we shouldn't feed the pass with, but look for questions, work. And we can see there are still some people and they want to see the pandas with our snap. Yes, so maybe it's very OK. Yeah, you can stand something very special. I love your answer. And is there anything else? For question to for question。For question two, thirty childrens think pandas eats too march because of sambo has no impression and sixteen child or children don't think that that is too much because bamboo has low nutrition. okay. And you know in more to seven unit, one went the license. OK panels love them. Yeah in this like something depends. IT do you remember? OK they eat for a very, very long time, yes. And why they eat for such long time? Be in the . next lesson, and we can talk about about the reason why the pandas can, even for very long time, and maybe pandas so much. Okay, now, if you are interested in this question after, serve for the information呀。Now he found some other things. Do you want to talk a about for class room? Our questions, right? Can you find something you this? Okay, I . know that. In became the time is. 没有一家teen . children。And asked me. okay. And was your opinion IT or not? Dependent is or not? What's your opinion? Oh, maybe you belong to the first school. yes. You say yes. I can not find in gals, maybe with the question. And in the next lesson, we can get some other facts. Yep, and let's see which answer is quite OK. Now, waiting gars do the vent for job today. Something to sit. Okay. you can do great. II think I think I think pandas is pass 1 only A。把把它。I found some, I found some children, uh, think pandas eat meat. Thank you. Maybe before the class using tennis only一起散步。And now after our discussions, and you think maybe they eat meat also. Yeah OK the waste question, we can try to find the truth or the first to support the correct idea. Yes, I can know what years you did that for job and so proud you can read the chart and you can see further. Yeah, I can now be singers. Please take out your and try to make ourselves assessment by yourself. 对，very well, you can draw three stars. hi. Just now I work wrong and see you color so many stars on your paper。I can not, this is张梦雨。And now lets look at this paper, what can you find？And彭宇，等一下，may, maybe next time you need to that one，two, three, four, a five, which which part okay, come to and OK part four yeah and how to a harper to improve? Do you have some good, good idea? For question for four, okay, maybe he can. Maybe SHE can check in with more and. OK梦雨，maybe next time, every with中秋，you should. You shouldn't be so shy. yeah. OK啊，when you have something . I can quit before, before the. Okay, thank you. I love you. Okay, your idea. some a report about pandas. Okay, thank you. You miss the last one. OK to improve your english level and maybe next time you will be very confident. OK, OK, please. Boys and girls，okay, now, boys and girls, you did want to job date and last, 有没有？What did we do? What did we do as you remember? 先换屏。This is a car, okay? About pandas as OK. 阿宝开了。A guy, okay. And what else . did we do? What else did we do? You . please, you know, we are visitors with china. Maybe they . are not so, not a not so yeah . and we should tell them not to. I can not with the girls and went for job today. And I hope after lesson, you can go on to do a servant and to help and more people to know how to protect the pass. And if you like, you can serve for the information after class. I can know something. Gar goodyer, thanks.